Abstract
Thirty-nine sophomore and junior college students from an introductory cognitive psychology course participated in a feature film activity designed to help students define the parameters of cognitive psychology, apply course information to nonacademic situations, and work in a cooperative-learning situation. Working in pairs, students selected a feature film and a journal article-that represented some topic in cognitive psychology. Students wrote a three- to five-page paper and gave optional class presentations in which they reported theoretical or empirical connections or both among the cognitive topic, journal article, and film. The instructor and students evaluated the film activity as highly enjoyable, a valuable instructional tool, and a fairly simple task to complete; 85% of the students wrote positive comments about the activity and recommended it be continued in the future.
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